Students see the answer, but often miss the thinking behind it. This episode shows how making your thinking visible can help students learn how to adjust, persist, and solve problems more effectively.

This episode draws in part on research in:

• Metacognition and self-regulated learning (Flavell, Zimmerman)
• Think-aloud protocols and cognitive strategy instruction (Ericsson & Simon, Pressley)
• Cognitive apprenticeship and making thinking visible (Collins, Brown & Newman)
• Expert–novice differences and knowledge representation (Chi, Glaser & Farr)
• Social learning and observational learning (Bandura)